SPECIMEN
General Certificate of Secondary Education
A971/11
History B (Modern World)
Aspects of International Relations, 1919–
2005, with Germany, 1918–1945
Specimen Paper
Time: 2 hours
Candidates answer on a separate answer booklet.
Additional materials: Answer booklet (8 pages)
INSTRUCTIONS TO CANDIDATES




Write your name in capital letters, your Centre Number and Candidate Number in the spaces provided
on the answer booklet.
Use black ink only.
Read each question carefully and make sure you know what to do before starting your answer.
This paper is in two parts:
Part 1: Aspects of International Relations, 1919–2005 (Sections A,B and C)
and
Part 2: Depth Study Germany, 1918–1945.
In Part 1: Aspects of International Relations, choose one of the following sections:
Either
Or
Or
Section A: The Inter-War Years, 1919–1939
Section B: The Cold War, 1945–1975
Section C: A New World? 1948–2005
Then answer Question 1 and one other question from the section you have chosen.
In Part 2: Depth Study, Germany, 1918–1945, answer Question 4 and one other question.
INFORMATION FOR CANDIDATES




The number of marks for each question is given in brackets [ ] at the end of each question or part
question.
The total number of marks for this paper is 81.
You will be awarded marks for the quality of written communication in part (c) of the following
questions: Part 1: Section A, B and C, Questions 2 and 3; Part 2: Questions 5 and 6.
Questions marked with a pencil () will carry 6 additional marks for spelling, punctuation and
grammar.
This document consists of 11 printed pages and 1 blank page.
SP (SLM) T12103
© OCR 2008 500/4664/0
OCR is an exempt Charity
[Turn over
2
Part 1: Aspects of International Relations 1919–2005
Section A: The Inter-War Years, 1919–1939
Some of the questions require you to use a source. In these questions, you will need
to use your knowledge of the topic to interpret the source.
Answer Question 1 and EITHER Question 2 OR Question 3
You should spend about 15 minutes on Question 1.
1
Study the source carefully and then answer the questions which follow.
Source A
A cartoon from a British newspaper, 6 September 1939, three days
after Britain and France declared war on Germany. It shows Hitler
speaking to Mars, the great god of war.
1 (a) Study Source A.
What is the message of this cartoon? Use details of the cartoon and your knowledge to
explain your answer.
(b) Explain why the Nazi-Soviet Pact (1939) was signed.
SPECIMEN
[7]
[8]
3
Answer ONE question.
You should spend about 35 minutes on this question.
You must answer ALL parts of the question you choose.
2 (a) In what ways did the Treaty of Versailles punish Germany?
[4]
(b) Explain what Wilson hoped to achieve at the Paris Peace Conference.
[6]
(c) How far was Clemenceau satisfied with the Treaty of Versailles? Explain your answer.
 Spelling, punctuation and grammar
3 (a) What were the main aims of the League of Nations?
[10]
[6]
[4]
(b) Explain why the League of Nations was able to achieve some successes in the 1920s.
[6]
(c) How far can the failure of the League in the 1930s be blamed on the Great Depression?
Explain your answer.
[10]
 Spelling, punctuation and grammar
[6]
Section A total [41]
SPECIMEN
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4
Part 1: Aspects of International Relations 1919–2005
Section B: The Cold War, 1945–1975
Some of the questions require you to use a source. In these questions, you will need
to use your knowledge of the topic to interpret the source.
Answer Question 1 and EITHER Question 2 OR Question 3.
You should spend about 15 minutes on Question 1.
1 Study the source carefully and then answer the questions which follow.
Source A
An American carton about the Marshall plan, published in 1947.
1 (a) Study Source A.
What is the message of this cartoon? Use details of the cartoon and your knowledge to
explain your answer.
(b) Explain why the Soviet Union blockaded West Berlin in 1948.
SPECIMEN
[7]
[8]
5
Answer ONE question.
You should spend about 35 minutes on this question.
You must answer ALL parts of the question you choose.
2 (a) What happened in the Bay of Pigs invasion of 1961?
[4]
(b) Explain why Khrushchev sent missiles to Cuba in 1962.
[6]
(c) ‘The Cuban Missile Crisis was never a threat to world peace.’ How far do you agree with
this statement? Explain your answer.
 Spelling, punctuation and grammar
3 (a) Who were the Vietcong?
[10]
[6]
[4]
(b) Explain why the USA became involved in Vietnam.
[6]
(c) Which was more important in bringing about the USA’s failure in Vietnam: the military
tactics of the North Vietnamese or public opinion in the USA? Explain your answer.
 Spelling, punctuation and grammar
[10]
[6]
Section B total [41]
SPECIMEN
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6
Part 1: Aspects of International Relations 1919–2005
Section C: A New World? 1948–2005
Some of the questions require you to use a source. In these questions, you will need
to use your knowledge of the topic to interpret the source.
Answer Question 1 and EITHER Question 2 OR Question 3.
You should spend about 15 minutes on Question 1.
1
Study the source carefully and then answer the questions which follow.
Source A
A cartoon published in an English newspaper, December 1980.
1 (a) Study Source A.
What is the message of this cartoon? Use details of the cartoon and your knowledge to
explain your answer.
(b) Explain why communism collapsed in Eastern Europe during the 1980s.
SPECIMEN
[7]
[8]
7
Answer ONE question.
You should spend about 35 minutes on this question.
You must answer ALL parts of the question you choose.
2 (a) What were the main aims of the Provisional IRA?
[4]
(b) Explain why some Palestinians became terrorists.
[6]
(c) 'Different terrorist groups use the same methods.' How far do you agree with this
statement? Explain your answer.
[10]
 Spelling, punctuation and grammar
3 (a) Describe the main events in the invasion of Iraq in 2003.
[6]
[4]
(b) Explain why there was a break down in law and order in Iraq after the invasion.
[6]
(c) 'The most important reason why the multi-national force invaded was the oil in Iraq.' How
far do you agree with this statement? Explain your answer.
[10]
 Spelling, punctuation and grammar
[6]
Section C total [41]
SPECIMEN
[Turn over
8
Part 2: Depth Study
Germany, 1918–1945
Some of the questions require you to use sources. In these questions, you will need to
use your knowledge of the topic to interpret and evaluate the sources.
You should spend about 70 minutes on this section.
Answer Question 4 and ONE other question.
4 Study the sources carefully and then answer the questions which follow.
Source B
A Social Democrat poster published in 1931.
It suggests what life will be like for women under the Nazis.
Source C
The government has ordered that the Hitler Greeting is to be used in conversation between
teachers and pupils. Every day at the beginning of the first lesson, the pupils will get up from
their places as soon as the teacher enters the class, stand to attention and each raise their
outstretched arm level with their eyes. The teacher will go to the front of the class and offer
the same greeting accompanied by the words, ‘Heil Hitler!’ The pupils will reply, ‘Heil Hitler!’
An extract from a German newspaper published in the mid-1930s.
SPECIMEN
9
Source D
A photograph of a German family published in Germany in the late 1930s.
4 (a) Study Source B.
Why do you think this poster was published in Germany in 1931? Use the source and
your knowledge to explain your answer.
[7]
(b) Study Source C.
How far does this source prove that the Nazis had won the support of young Germans?
Use the source and your knowledge to explain your answer.
(c)
[7]
Study Source D.
Why would the Nazi government want to publish photographs like this? Use the source
and your knowledge to explain your answer.
SPECIMEN
[6]
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10
Choose ONE of the following questions.
You must answer ALL parts of the question you choose.
5 (a) What were the main features of the Weimar Constitution?
[4]
(b) Explain why the period from 1924 to 1929 was successful for the Weimar Republic.
[6]
(c) ‘The main reason for the fall of the Weimar Republic was the economic depression which
started in 1929’. How far do you agree with this statement? Explain your answer.
[10]
6 (a) Describe the methods used by the Nazis to deal with their opponents.
[4]
(b) Explain why some individuals and groups opposed Nazi rule.
[6]
(c) The following contributed to the failure of opposition to Nazi rule:
(i)
the methods of the SS and the Gestapo;
(ii)
the economic policies of the Nazis;
(iii)
the divisions between the different opposition groups.
Which do you think was the most important? Explain your answer referring only to (i), (ii)
and (iii).
[10]
Section D total [40]
Paper total [81]
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11
BLANK PAGE
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12
Copyright Acknowledgements:
Sources:
Section A 1(a): From The Twentieth Century World, Colin and Keith Shephard, John Murray, 1993, p50, © Centre
for Study of Cartoons & Caricature, University of Kent, CANTAB
Section B 1(a): Centre for study of Cartoons & Caricatures, University of Kent, cartoon no. 26 by © Nicholas
Garland, first published by Daily Telegraph on 5 December 1980
Section C 1(a): From Modern World History, Nigel Kelly and Greg Lacey, Heinemann, p208, 1999
Germany, 1919-1945
4(b): From Essential Modern World History, Ben Walsh, John Murray, 2002, p114, © Bildarchiv Preussischer
Kulturbesitz
4(d): From Nazi Germany, Stephen Lee, Heinemann, 1989, p33, © Bilderdienst Sueddeutscher Verlag
Permission to reproduce items where third-party owned material protected by copyright is included has been
sought and cleared where possible. Every reasonable effort has been made by the publisher (OCR) to trace
copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased
to make amends at the earliest opportunity.
OCR is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© OCR 2008
SPECIMEN
OXFORD CAMBRIDGE AND RSA EXAMINATIONS
General Certificate of Secondary Education
HISTORY B MODERN WORLD
J417
Unit A971/11: Aspects of International Relations, 1919–2005,
with Germany, 1918–1945
Specimen Mark Scheme
The maximum mark for this paper is 81.
This document consists of 26 printed pages.
SP (SLM) T12103
© OCR 2008 500/4664/0
OCR is an exempt Charity
[Turn over
2
Part 1: Section A -– The Inter-War Years, 1919–1939
Question
Number
Mark
Study Source A.
1(a)
What is the message of this cartoon? Use details of the cartoon and
your knowledge to explain your answer. [7]
AO 1, 2, 3
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 Uses surface features of cartoon only.
e.g. ‘It shows Hitler speaking to Mars.’
‘It shows Hitler as a small person being overshadowed by Mars.’
[1-2]
Level 2 Interpretation only.
e.g. ‘Hitler has started a war.’
[3]
Level 3 Main message.
e.g. ‘There is going to be a big war.’
‘Hitler has bitten off more than he can chew.’
[4]
Level 4 Main message supported by details of the cartoon OR by
contextual knowledge.
e.g. ‘It is obvious Hitler has bitten off more than he can chew. This is why
he is represented as so small in comparison to Mars, the great god of
war.’
OR
e.g. ‘Hitler had just invaded Poland and was surprised that Britain and
France declared war on Germany. He had planned a small war against
Poland and now he found he was in a big war with Britain and France.’
[5-6]
Level 5 Main message supported by details of the cartoon AND by
contextual knowledge.
Both sides of Level 4.
1(b)
[7]
Explain why the Nazi-Soviet Pact was signed. [8]
AO 1, 2
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 General answer lacking specific contextual knowledge.
e.g. ‘It brought a link between Germany and the USSR.’
[1-2]
Level 2 Identifies AND/OR describes Pact.
One mark for each.
e.g. ‘It gave Russia time to re-arm.’
‘It gave protection to Hitler if he invaded Poland.’
SPECIMEN
[3-4]
3
Part 1: Section A -– The Inter-War Years, 1919–1939
Question
Number
1(b)
Mark
‘Britain and France were slow to act.’
cont’d
Level 3 Explains why Pact was signed.
One explained reason 5-6 marks; two or more explained reasons 6-8
marks.
[5-8]
e.g. ‘Stalin felt let down by Britain and France. They had signed the
Munich agreement without Russia. Stalin thought they could not stop
Hitler and so he thought he had better sign the Pact to make sure
Germany did not go to war with Russia. It would also give him part of
Poland.’
‘Stalin and the USSR held the key to Poland. Hitler was determined to
avoid war on two fronts and was prepared to make an agreement with
Stalin. Hitler could now invade Poland without any interference from
Stalin.’
2(a)
In what ways did the Treaty of Versailles punish Germany? [4]
AO 1
One mark for each relevant point; additional mark for supporting detail.
e.g. ‘It limited the size of Germany’s army.’
‘Germany was forbidden to join with Austria.’
‘Germany had to accept the ‘War Guilt’ clause.’
‘Its overseas empire was taken away.’
‘Germany had to pay reparations to the Allies for the damage they
had caused.’ (2)
N.B. Allow one mark to candidate who offers a general point only.
2(b)
[4]
Explain what Wilson hoped to achieve at the Paris Peace
Conference. [6]
AO 1, 2
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 General answer lacking specific contextual knowledge.
e.g. ‘His fourteen points.’
[1]
Level 2 Identifies AND/OR describes what he wanted to achieve.
One mark for each
e.g. ‘He hoped to achieve world peace.’
‘He wanted a fair peace.’
‘Self-determination.’
‘A League of Nations.’
[2-3]
Level 3 Explains his hope(s).
One explained reason 3-4 marks; two or more explained reasons marks.
SPECIMEN
[4-6]
4
Part 1: Section A -– The Inter-War Years, 1919–1939
Question
Number
2 (b)
cont’d
Mark
e.g. ‘Wilson felt that nations had to work together in order to achieve
world peace. He hoped by setting up an international body called the
League of Nations this end would be achieved.
He also believed that nations should rule themselves (self-determination).
He wanted the different peoples of eastern Europe, such as the Poles, to
rule themselves and not be part of Austria-Hungary’s empire.’
2(c)
How far was Clemenceau satisfied with the Treaty of Versailles?
Explain your answer. [10]
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 General answer lacking specific contextual knowledge.
e.g. ‘He got some revenge.’
Written work contains mistakes in spelling, grammar and punctuation,
which sometimes hinder communication.
[1-2]
Level 2 Identifies AND/OR describes satisfaction OR dissatisfaction.
e.g. ‘The French got Alsace-Lorraine back.’
‘He was able to reduce the threat of the German armed forces.’
‘The reparation settlement was not harsh enough.’
‘He was not satisfied as Germany was not broken into smaller states.’
Written work is legible and spelling, grammar and punctuation are mostly
accurate. Meaning is communicated clearly.
[3-4]
Level 3 Explains his satisfaction OR dissatisfaction.
Developed explanation to be given two marks within L3 and L4.
e.g. ‘The French always regarded Alsace-Lorraine as their territory
despite it being seized by Germany in 1870. He was very satisfied he
had reclaimed it from Germany.’
OR
e.g. ‘The French wanted Germany to be permanently economically and
militarily crippled so as not to pose a future threat, therefore Clemenceau
was dissatisfied with the low reparations settlement.’
Written work is legible and spelling, grammar and punctuation are mostly
accurate. Meaning is communicated clearly.
[5-6]
Level 4 Explains satisfaction AND dissatisfaction.
Uses both sides of Level 3. Written work is legible and spelling, grammar
and punctuation are accurate. Meaning is communicated very clearly.
[7-9]

Level 5 Explains with evaluation of ‘how far’.
Written work is legible and spelling, grammar and punctuation are accurate.
Meaning is communicated very clearly.
Spelling, punctuation and grammar (SPaG) are assessed using the
separate marking grid on page 25.
SPECIMEN
[10]
SPaG
[6]
5
Part 1: Section A -– The Inter-War Years, 1919–1939
Question
Number
3(a)
Mark
What were the main aims of the League of Nations? [4]
AO 1
One mark for each relevant aim; additional mark for supporting detail.
e.g. ‘It aimed to uphold the Treaty of Versailles.’
‘It encouraged international co-operation, especially through trade.’
‘The League’s aim was to encourage nations to disarm.’
‘It aimed to settle disputes peacefully.’
‘It aimed to maintain international peace through collective security.’
N.B. Allow one mark to candidate who offers a general point only
3(b)
[4]
Explain why the League of Nations was able to achieve some
successes in the 1920s. [6]
AO 1, 2
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 General answer lacking specific contextual knowledge.
e.g. ‘It settled disputes.’
[1]
Level 2 Identifies AND/OR describes how success achieved.
One mark for each
e.g. ‘Countries were willing to accept its decisions.’
‘Disputes were between small nations.’
‘Another war was feared.’
‘The League developed a humanitarian programme.’
[2-3]
Level 3 Explains how success achieved.
One explained reason 3-4 marks; two or more explained reasons 4-6
marks.
e.g. ‘The First World War had just ended and countries did not want to
return to the horror of war and so there was almost total goodwill towards
the League from most governments.’
‘Many of the disputes in this period involved disputes between smaller
nations and these nations were more willing to accept the League’s
judgement.’
‘The League had some early successes in settling disputes such as the
dispute over the Aaland Islands (1920) where the League listened, judged
and had its decision accepted. This established confidence in the
League’s ability.’
3(c)
[4-6]
How far can the failure of the League in the 1930s be blamed on the
Great Depression? Explain your answer. [10]
AO 1, 2
Level 0 No evidence submitted or response does not address the
question
SPECIMEN
[0]
6
Part 1: Section A -– The Inter-War Years, 1919–1939
Question
Number
3(c)
cont’d
Mark
Level 1 General answer lacking specific contextual knowledge
e.g. ‘It can because it affected the economy.’
[1-2]
‘No, it was because it failed because it did not deal with disputes.’
Written work contains mistakes in spelling, grammar and punctuation,
which sometimes hinder communication.
Level 2 Identifies AND/OR describes reason(s) for failure of the
League
e.g. ‘It failed because countries were dealing with unemployment.’
‘It failed because of the rise in nationalism and extremist parties.’
‘Because of the rise in militarism it was a failure.’
‘It failed because of the impact of Manchuria and Abyssinia.’
‘It failed because the USA was not a member.
Written work is legible and spelling, grammar and punctuation are mostly
accurate. Meaning is communicated clearly.
[3-4]
Level 3 Explains agreement OR disagreement
Developed explanation to be given two marks.
e.g. ‘The world economic crisis caused by the Great Depression caused
millions to lose their jobs. In desperation they turned to extreme political
parties. In Germany the Nazi Party were elected to solve economic and
social problems and to overthrow the Treaty.’
‘In Italy economic problems encouraged Mussolini to look abroad for
distractions from the difficulties facing the Italian government and this
brought conflict in Abyssinia.’
‘In Japan the country’s economy was in collapse and this led to the take
over of Manchuria. The problem was not dealt with as Britain and France
were dealing with their own economic problems.’
OR
e.g. ‘The Japanese occupied the whole of Manchuria. The League
instructed Japan to withdraw but it refused. The League did not have the
power to force Japan to obey. Everything seemed very distant to League
members as Asia matters were not vital to Europe. The Lytton Committee
reported in 1932 after a year and condemned Japan’s actions. Japan left
the League.’
‘In 1935 Italy invaded Abyssinia with a modern army. The League
imposed sanctions but these did not include oil and other war materials.
Britain and France were not prepared to back tough action and the
League’s actions failed and so it lost its credibility.’
‘Powerful nations such as the USA were not members and so it was
difficult for the League to impose economic sanctions.’
‘Another aspect was militarism and countries such as Germany, Italy and
Japan built up military strength often with Treaties such as Anglo-German
Naval Treaty and Nazi-Soviet Pact.’
Written work is legible and spelling, grammar and punctuation are mostly
accurate. Meaning is communicated clearly.
[5-6]
SPECIMEN
7
3 (c)
cont’d
Level 4 Explains agreement AND disagreement.
Both sides of Level 3. Written work is legible and spelling, grammar and
punctuation are accurate. Meaning is communicated very clearly.
[7-9]

Level 5 Explains with evaluation of ‘how far’.
Written work is legible and spelling, grammar and punctuation are
accurate. Meaning is communicated very clearly.
Spelling, punctuation and grammar (SPaG) are assessed using the
separate marking grid on page 25.
Section A Total:
SPECIMEN
[10]
SPaG
[6]
[41]
8
Part 1: Section B – The Cold War, 1945–1975
Question
Number
Mark
Study Source A.
1(a)
What is the message of this cartoon? Use details of the cartoon and
your knowledge to explain your answer. [7]
AO 1, 2, 3
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 Uses surface features of cartoon only.
e.g
‘Western Europe is leaning over into America.’
‘America is saying “It’s up to us again.”
‘The USA has introduced the Marshall Plan.’
[1-2]
Level 2 Interpretation only.
e.g. ‘Western Europe is in a poor condition financially.’
‘Western Europe is falling down.’
[3]
Level 3 Main message.
e.g. ‘Western Europe is in poverty and the USA is going to give aid to
support recovery.’
[4]
Level 4 Main message supported by details of the cartoon OR by
contextual knowledge.
e.g. ‘The message is that Europe needs help from the USA. Western
Europe is shown as an old, falling-down house. American aid on the
other side of the fence is shown as the support needed to keep the house
up.’
OR
e.g. ‘Europe was exhausted and poor after the Second World War. In
these conditions it was thought Communism would flourish and so
Truman decided the USA would offer help to stop the spread of
Communism.’
[5-6]
Level 5 Main message supported by details of the cartoon AND by
contextual knowledge.
Both sides of Level 4.
[7]
1(b)
Explain why the Soviet Union blockaded West Berlin in 1948. [8]
AO 1, 2
Level 0 No evidence submitted or response does not address the
question.
Level 1 General answer lacking specific contextual knowledge.
e.g. ‘To stop change.’
[1-2]
SPECIMEN
9
Part 1: Section B – The Cold War, 1945–1975
Question
Number
1 (b)
cont’d
Mark
Level 2 Identifies reasons AND/OR describes blockade.
One mark for each
[3-4]
e.g. ‘To force the West out of Berlin.’
‘To stop Germany recovering.’
‘To remove the threat to the USSR.’
Level 3 Explains reason(s).
One explained reason 5-6 marks; two or more explained reasons 6-8
marks.
e.g. ‘Stalin opposed the introduction of a new currency and economic
recovery in the Allied zones. The Soviets were concerned that the Allies
were trying to create a new Germany that was wealthier than the Soviet
eastern Germany. He wanted the Western allies to pull out after
Germany had been starved into surrender leaving it dependent on the
USSR.’
‘Stalin believed the Western Allies had no right to be in Berlin. They saw
them as a threat to the Communist way of life and this was emphasised
by showing off the capitalist way of life. Stalin saw this as a threat as
Germany would become strong and threaten the USSR.’
[5-8]
2(a)
What happened in the Bay of Pigs invasion of 1961? [4]
AO 1
One mark for each relevant point; additional mark for supporting detail.
e.g. ‘A force of 1400 exiles landed on Cuba.’
‘Met by 20,000 Cuban troops.’
‘The exiles were captured or killed.’
‘Kennedy was humiliated.’
N.B. Allow one mark to candidate who offers a general point only
2(b)
Explain why Khrushchev sent missiles to Cuba in 1962. [6]
AO 1, 2
Level 0 No evidence submitted or response does not address the
question.
Level 1 General answerlacking specific contextual knowledge.
e.g. ‘It was the right thing to do.’
[1]
Level 2 Identifies AND/OR describes reason(s) why.
One mark for each
e.g. ‘So he was able to bargain with the USA.’
‘So he could trap the USA (Kennedy) into starting a war.’
‘So he could test the resolve of the USA / Kennedy.’
‘So he could gain the upper hand in the arms race.’
‘Military support was requested by Castro.’
SPECIMEN
[2-3]
10
Part 1: Section B – The Cold War, 1945–1975
Question
Number
2(b)
cont’d
Mark
Level 3 Explains reason(s) why Khrushchev sent missiles.
One explained reason 3-4 marks; two or more explained reasons
5-6 marks.
e.g. ‘Khrushchev wanted the missiles as bargaining power. If he had
missiles on Cuba threatening America, he could agree to remove them in
return for American concessions in Turkey.’
[4-6]
‘In the strained atmosphere of Cold War politics the missiles were
designed to see how strong the Americans really were – whether they
would back off or face up. They wanted to test the inexperienced
Kennedy and push him as far as possible. Kennedy already had suffered
an embarrassment with regard to the Bay of Pigs.’
‘Khrushchev was so concerned about the missile gap between the USSR
and the USA that he would seize any opportunity he could to close it.
With missiles on Cuba it was less likely that the USA would ever launch a
‘first strike’ against the USSR.’
‘He had been requested by Castro to help to defend Cuba. Castro feared
a US attack after the Bay of Pigs incident.’
2(c)
‘The Cuban Missile Crisis was never a threat to world peace.’ How
far do you agree with this statement? Explain your answer. [10]
AO 1, 2
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 General answer lacking specific contextual knowledge.
e.g. ‘Yes it was as everybody was worried what might happen.’
Written work contains mistakes in spelling, grammar and punctuation,
which sometimes hinder communication.
[1-2]
Level 2 Identifies and/or describes threat.
e.g. ‘The missiles were just for protection.’
‘Behind the scenes neither leader wanted war.’
‘Neither leader wanted to lose face.’
‘Advisers were recommending war.’
Written work is legible and spelling, grammar and punctuation are mostly
accurate. Meaning is communicated clearly.
[3-4]
Level 3 Explains agreement OR disagreement.
e.g. ‘If as he stated, Khrushchev wanted just to protect Cuba following the
Bay of Pigs incident, then it might be argued that he did not intend war.’
‘Khrushchev was not impressed with the advice from Castro about getting
in the first strike and instead wrote an urgent letter to Kennedy.’
‘Kennedy bought time in delaying his reply to the first letter in the hope
that any war could be avoided and the Russians would back down.’
‘Quietly the USA agreed that they would remove their missiles in Turkey
to avoid conflict.’
SPECIMEN
[5-6]
11
Part 1: Section B – The Cold War, 1945–1975
Question
Number
2(c)
cont’d
Mark
OR
The Americans wanted the warheads on Cuba to be dismantled
immediately or else they would attack Cuba. At this stage there was a
real fear of a nuclear war starting. Castro actually suggested that
Khrushchev should get in the first strike.’
‘Following the first letter from Khrushchev the Americans did not know
what to do. The military leaders recommended an immediate air attack on
Cuba and Robert Kennedy gave the Soviet Ambassador an ultimatum
that if the missiles were not removed the US would attack Cuba.’
‘Both leaders realised how close to war they had come. To prevent such
as crisis again they set up a direct telephone hot line.’
Written work is legible and spelling, grammar and punctuation are mostly
accurate. Meaning is communicated clearly.
Level 4 Explains agreement AND disagreement.
Both sides of Level 3.
Written work is legible and spelling, grammar and punctuation are
accurate. Meaning is communicated very clearly.
[7-9]
Level 5 Explains with evaluation of ‘how far’.
Written work is legible and spelling, grammar and punctuation are
accurate. Meaning is communicated very clearly.
[10]

3(a)
Spelling, punctuation and grammar (SPaG) are assessed using the
separate marking grid on page 25.
Who were the Vietcong? [4]
Target: AO1 and 2
One mark for each relevant point: additional mark for supporting detail.
e.g. ‘Soldiers’, ‘used guerrilla tactics’, ‘Communists’.
SPaG
[6]
[4]
3(b)
Explain why the USA became involved in Vietnam. [6]
Target AO1 and 2
Level 0 No evidence submitted or response does not address the
question.
Level 1 General answer, lacking specific contextual knowledge.
e.g. ‘They did this because they were worried about what was happening
in South Vietnam.’
Level 2 Identifies or describes reasons.
e.g. ‘The French pulled out.’
‘The domino theory.’
‘To support South Vietnam’.
Level 3 Explains reasons.
e.g. ‘They became involved because they believed in the Domino Theory.
This said that if one country became Communist it would spread to the
next country and then to the next. They were worried that if South Vietnam
was taken over by the Vietcong and North Vietnam and became
Communist then it would spread to nearby countries and before long the
whole of South-East Asia would become Communist.’
[0]
[1]
[2]
[3-6]
SPECIMEN
12
Part 1: Section B – The Cold War, 1945–1975
Question
Number
3 (c)
Mark
Which was more important in bringing about the USA’s failure in
Vietnam: the military tactics of the Vietcong or public opinion in the
USA? Explain your answer. [10]
Target: AO1 and 2
Level 1 General answer lacking specific contextual knowledge.
e.g. ‘They were both important reasons and it is hard to say if one was
more important than the other.’
Written work contains mistakes in spelling, grammar and punctuation,
which sometimes hinder communication.
Level 2 Identifies or describes reasons why one factor led to US
failure [2-3]
OR
Identifies or describes at least one reason for each factor [4]
e.g. ‘The Americans could not cope with the guerrilla tactics of the
Vietcong.’ ‘Public opinion turned against the war and there were lots of
anti-war protests.’
Written work is legible and spelling, grammar and punctuation are mostly
accurate. Meaning is communicated clearly.
Level 3 Explains why one of these reasons led to US failure.
e.g. ‘The Americans struggled because they were not used to fighting
against the tactics of the Vietcong. They often used guerrilla tactics which
meant avoiding conventional big battles. The American army wasn’t
trained to deal with these tactics which allowed the Vietcong to be difficult
to distinguish from ordinary villagers.’
Written work is legible and spelling, grammar and punctuation are mostly
accurate. Meaning is communicated clearly.
Level 4 Explains why both reasons led to US failure.
Written work is legible and spelling, grammar and punctuation are
accurate. Meaning is communicated very clearly.
Level 5 Explains with evaluation which was more important.
e.g. ‘I think the tactics of the Vietcong were more important because the
Americans could not cope with the Vietcong who would hide in the
villagers and the Americans could not tell who was a villager and who
was a guerrilla. The Vietcong knew the countryside well and could launch
surprise attacks and then disappear. This was why the Americans were
loosing the war. Their weapons were too big and clumsy to deal with
these tactics. They only made the South Vietnamese into enemies and
they helped the guerrillas even more. There were big demonstrations in
America against the war but most people in America still supported the
war. Even if everyone in America had supported the war the American
army still would not have dealt with the guerrilla tactics of the Vietcong.’
Written work is legible and spelling, grammar and punctuation are
accurate. Meaning is communicated very clearly.

Spelling, punctuation and grammar (SPaG) are assessed using the
separate marking grid on page 25.
Section B Total
SPECIMEN
[1-2]
[3-4]
[5-6]
[7-9]
[10]
SPaG
[6]
[41]
13
Part 1: Section C –A New World?1948–2005
Question
Number
Mark
Study Source A.
1(a)
What is the message of Source A? Use the sources and your
knowledge to explain your answer. [7]
Target: AO1 AO2 and AO3
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 Uses surface features of cartoon only.
[1]
e.g. ‘It shows a man attacking a woman in the street.'
Level 2 Interpretation only.
[2]
e.g. ‘The Polish government is attacking Solidarity.'
Level 3 Main message.
[3]
e.g. ‘The Russians support the Polish government in stamping down
on Solidarity.'
'Solidarity was not a threat and was being unfairly attacked by the
government.'
Level 4 Main message supported by details of the cartoon OR by
contextual knowledge.
e.g. ‘It is saying that Solidarity was not a threat and was not doing
anything wrong. It is the man representing the Polish government who
has been aggressive not the poor woman representing Solidarity. It is
saying that Russia was trying to claim that Solidarity was a threat when it
wasn't.'
[4-5]
Level 5 Main message supported by details of the cartoon AND by
contextual knowledge.
1(b)
Explain why communism collapsed in Eastern Europe during
the1980s? [8]
Target: AO1 and 2
[6-7]
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 General answer lacking specific contextual knowledge.
[1-2]
e.g. ‘It collapsed because it became very unpopular.'
Level 2 Identifies reasons.
One mark for each.
e.g. ‘The policies of Gorbachev, the economic weakness of the USSR,
Soviet invasion of Afghanistan, Solidarity in Poland, Hungarian frontier
opened.
SPECIMEN
[3-4]
14
Part 1: Section C –A New World?1948–2005
Question
Number
1(b)
cont’d
Mark
Level 3 Explains why communism collapsed.
One explained reason 5-6 marks; two or more explained reasons 6-8
marks.
e.g. ‘Gorbachev was the main reason. He decided that he would not use
force to keep countries in Eastern Europe under Soviet control. He knew
that the USSR could not afford to do this anymore. The communist
governments in countries like East Germany and Poland were unpopular
and as soon as it was clear they would not be supported by Russia they
could not survive long. This led to the people tearing down the Berlin Wall
and communist governments collapsing. This would not have happened
without Gorbachev letting everyone know that he would not defend the
communist governments.'
2 (a)
[5-8]
What were the main aims of the Provisional IRA? [4]
Target: AO1 and 2
One mark for each relevant point: additional mark for supporting detail.
e.g. The IRA wanted to get the British army and government out of
Northern Ireland. They also wanted to unite Northern Ireland with the rest
of Ireland.'
2 (b)
[4]
Explain why some Palestinians became terrorists? [6]
Target: AO1 and 2
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 General answer lacking specific contextual knowledge.
e.g. 'They became terrorists because they were angry and wanted to put
things right.'
[1]
Level 2 Identifies reasons or describes their activities.
One mark for each.
e.g. 'the state of the refugee camps' 'they believed that Palestine was
rightfully theirs' 'they felt weak and it was the only tactic they thought they
had left' 'fundamentalist beliefs'.
[2-3]
Level 3 Explains reasons (must be related to Palestinians, otherwise
Level 2).
e.g. 'Palestinians believed that they had a right to an Arab Palestine state.
They were promised one after the end of the Second World War;
however, this did not happen. Many Palestinians became refugees living
in refugee camps. They believe that the only way they will get Palestine
back as their own country is by using violence.’
‘The Palestinians would not be able to stand up to countries like Israel
through ordinary fighting using proper armies so they have used terrorism
instead.'
SPECIMEN
[4-6]
15
Part 1: Section C –A New World?1948–2005
Question
Number
2(c)
Mark
'Different terrorist groups use the same methods.' How far do you
agree with this statement. Explain your answer. [10]
Target: AO1 and 2
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 General answer lacking specific contextual knowledge.
e.g. 'They all use different methods. Some use methods that others do
not.'
Written work contains mistakes in spelling, grammar and punctuation,
which sometimes hinder communication.
[1-2]
Level 2 Identifies or describes methods - but no attempt to say if
shared between groups OR Identifies shared or different methods
(must be identified with particular groups).
e.g. 'Some Palestinian groups use suicide bombers but the IRA do not.'
Written work is legible and spelling, grammar and punctuation are mostly
accurate. Meaning is communicated clearly.
[3-4]
Level 3 Explains similarities or differences - must be specific and
related to particular groups.
e.g. 'Some Palestinian terrorists believe that it is a good thing to die for a
good cause. They believe that they will become martyrs and go to
paradise if they die fighting the enemies of their religion. This has led to
some becoming suicide bombers and being used to kill people in Israel.
Hamas has used this tactic against Jewish settlers in the Gaza strip. The
IRA have not used suicide bombers because they do not have the same
religious beliefs. But some of them have gone on hunger strike like Bobby
Sands when they have been in prison. He died of his hunger strike. So
they are similar but not the same.'
Written work is legible and spelling, grammar and punctuation are mostly
accurate. Meaning is communicated clearly.
[5-6]
Level 4 Explains similarities and differences - must be specific and
related to particular groups.
Written work is legible and spelling, grammar and punctuation are
accurate. Meaning is communicated very clearly.
[7-9]
Level 5 Explains with evaluation of 'how far'.
Written work is legible and spelling, grammar and punctuation are
accurate. Meaning is communicated very clearly.
[10]

Spelling, punctuation and grammar (SPaG) are assessed using the
separate marking grid on page 25.
SPECIMEN
SPaG
[6]
16
Part 1: Section C –A New World?1948–2005
Question
Number
3(a)
Mark
Describe the main events in the invasion of Iraq in 2003. [4]
Target: AO1 and 2
One mark for each relevant point: additional mark for supporting detail.
e.g. 'The invasion started with missile attacks on Baghdad and then airstrikes. Baghdad was captured in April. The other main target was Basra.'
[4]
3 (b)
Explain why there was a break down in law and order in Iraq after
the invasion. [6]
Target: AO1 and 2
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 General answer lacking specific contextual knowledge.
e.g. 'There was a break down in law and order because there was no one
to take control.'
[1]
Level 2 Identifies reasons or describes their activities.
One mark for each.
e.g. 'the Iraqi army was disbanded and the police force was disbanded',
'occupying troops did not see their job as policemen',
'the insurgency with lots of weapons available and an influx of
foreign fighters.'
[2-3]
Level 3 Explains reasons.
e.g. 'Law and order was not established because many of those who
supported Saddam Hussein went underground and started fighting back
as terrorists. Many were Sunni and the worst trouble came in the Sunni
triangle. They were helped by foreign Islamic extremists. They used
roadside car bombs and suicide bombers. They were determined to get
the Americans and British out of their country. The situation was made
worse because both the Iraqi army and police force were disbanded. The
Americans did this because the army might have caused trouble if it had
been kept. But now there were lots of young men with weapons released
onto the streets and no one to control them.'
[4-6]
3 (c)
'The most important reason why the multi-national force invaded
was the oil in Iraq.' How far do you agree with this statement?
Explain your answer. [10]
Target: AO1 and 2
Level 0 No evidence submitted or response does not address the
question.
[0]
SPECIMEN
17
Part 1: Section C –A New World?1948–2005
Question
Number
3 (c)
cont’d
Mark
Level 1 General answer lacking specific contextual knowledge.
[1-2]
e.g. 'There were lots of reasons for the invasion and the oil was not one of
the most important.'
Written work contains mistakes in spelling, grammar and punctuation,
which sometimes hinder communication.
Level 2 Identifies or describes other reasons.
e.g. 'weapons of mass destruction', 'bringing democracy to Iraq', 'Bush
and Blair', '9/11', 'wrong intelligence', 'regime change'
Written work is legible and spelling, grammar and punctuation are mostly
accurate. Meaning is communicated clearly.
[3-4]
Level 3 Explains oil as a reason or explains other reasons.
e.g. 'The most important reason why Iraq was invaded was that Bush
wanted to get rid of Saddam Hussein. He had been causing a lot of
trouble for America. They were worried that he was building up nuclear
weapons and germ warfare and that he could threaten the rest of the
world with these. They were also worried by the fact that he had
committed lots of human rights abuses in his own country like the
treatment of all opponents.
No political parties were allowed and opponents were tortured. Whole
communities were wiped out. Britain and America decided on 'regime
change'. Also if the government in Iraq was friendlier to the West this
would help a lot.'
Written work is legible and spelling, grammar and punctuation are mostly
accurate. Meaning is communicated clearly.
[5-6]
Level 4 Explains oil and other reasons.
Written work is legible and spelling, grammar and punctuation are accurate.
Meaning is communicated very clearly.
[7-9]
Level 5 Explains with evaluation of 'most important'.
Written work is legible and spelling, grammar and punctuation are accurate.
Meaning is communicated very clearly.
[10]

Spelling, punctuation and grammar (SPaG) are assessed using the
separate marking grid on page 25.
Section C Total
SPECIMEN
SPaG
[6]
[41]
18
Part 2: – Germany, 1918–1945
Question
Number
Mark
Study Source B.
4(a)
Why do you think this poster was published in Germany in 1931?
Use the source and your knowledge to explain your answer. [7]
AO 1, 2, 3
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 Surface description of poster OR general assertion.
e.g. ‘This poster was published to show that a women should tie-up a
German officers boot laces.’
[1]
Level 2 Reason(s) why it was published but not getting to purpose.
e.g. ‘To highlight the role of women.’
‘To show the people about the Nazis.’
[2-3]
Level 3 Identifies valid purpose of publishing cartoon.
e.g. ‘To get people to vote for the Social Democrats.’
‘To get people to oppose the Nazis.’
[4]
Level 4 Uses contextual knowledge to explain why it was published
then (but not getting to purpose).
e.g. ‘This source was published in Germany as the Social Democrats
were the Nazis main rivals. They wanted people to vote for them. The
Nazis believed a woman’s place was in the home looking after her
husband and children.’
[5-6]
Level 5 As Level 4 with purpose of why then (1931).
e.g. ‘This source was published in Germany as the Social Democrats
were the Nazis main rivals. They wanted people to vote for them. The
Nazis believed a woman’s place was in the home looking after her
husband and children. There were elections in 1932 and this was to get
votes for the Social Democrats and encourage people not to vote for the
Nazi philosophy regarding women.’
4(b)
[7]
Study Source C.
How far does this source prove that the Nazis had won the support
of young Germans? Use the source and your knowledge to explain
your answer. [7]
AO 1, 2, 3
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 Unsupported assertions/paraphrases/copies the source.
[1]
SPECIMEN
19
Part 2: – Germany, 1918–1945
Question
Number
4(b)
Mark
e.g. ‘The pupils said ’Heil Hitler’.
cont’d
Level 2 Uses the information in the source as proof/not proof OR
simplistic evaluation.
e.g. ‘Yes it does prove that they won the support of young Germans as
they would greet the salute the teacher with a Nazi salute.’
‘It does not prove that they had the support as the source says the
government had ordered the Hitler Greeting.’
OR
e.g. ‘This is from a German newspaper and must be right.’
[2]
Level 3 Identifies other reasons (not in source) as to lack of support
from young Germans.
[3]
e.g. ‘Opposition groups existed such as the Swing and Edelweiss
Pirates.’
‘There was growing opposition to the Hitler Youth.’
Level 4 Evaluates source using its provenance.
e.g. ‘I do not think this source proves that the Nazis had the support of
young Germans as it is from a German newspaper. The newspapers at
that time were controlled by the Nazis.’
[4]
Level 5 Contextual knowledge used to explain that some were won
over OR some were not.
e.g. ‘This source does tell of how the schools were used to indoctrinate
young people when minds were impressionable and this would
encourage support.’
OR
e.g. ‘I do not think this source proves that they had the support of young
Germans. The popularity of the Hitler Youth was declining to such an
extent that they had to make membership compulsory. The ‘Swing’
movement was growing. They accepted Jews and listened to American
music.’
[5]
Level 6 Contextual knowledge to explain both support and lack of
support.
4(c)
Both sides of Level 5.
[6]
Level 7 As for Level 6 but with conclusion about ‘how far’.
[7]
Study Source D.
Why would the Nazi government want to publish photographs like
this? Use the source and your knowledge to explain your answer.
[6]
AO 1, 2, 3
Level 0 No evidence submitted or response does not address the
question.
SPECIMEN
[0]
20
Part 2: – Germany, 1918–1945
Question
Number
4(c)
cont’d
Mark
Level 1 Surface description of photograph or general assertions.
e.g. ‘To show that people were musical.’
[1-2]
Level 2 Reason(s) why it was published but not getting to purpose.
e.g. ‘It was part of the Nazi propaganda programme controlled by
Goebbels.’
[3]
Level 3 Identifies valid purpose for publishing photograph.
e.g. ‘The Nazis would want to publish the photograph because they
wanted to show that families were important and so were lots of children.’
[4]
Level 4 Contextual knowledge used to explain the purpose of
publishing the photograph.
e.g. ‘The Nazis’ policies encouraged large families as this was important
in making Germany great again. The population had been declining and
women were encouraged by rewards to have more children. This would
increase the number available to fight in the army in future years. So this
photograph was published to encourage people to have lots of children.’
5(a)
[5-6]
What were the main features of the Weimar Constitution? [4]
AO1
One mark for each relevant point; additional mark for supporting detail.
e.g. ‘All adult (20 and over) Germans could vote.’
‘It used a system of proportional representation.’
‘Aimed at preventing any one party gaining too much power.’
‘It set up a system of proportional representation where a party
gaining 20% of the votes gained 20% of the seats.’ (2 marks)
5(b)
Explain why the period from 1924 to 1929 was successful for the
Weimar Republic. [6]
AO1, AO2
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 General answer lacking specific contextual knowledge.
e.g. ‘It was a period of success because everyone was doing well.’
[1]
Level 2 Identifies AND/OR describes reason(s).
One mark for each
e.g. ‘The Munich Putsch had been defeated.’
‘Germany was again accepted internationally.’
SPECIMEN
[2-3]
21
Part 2: – Germany, 1918–1945
Question
Number
Mark
5(b)
‘There was greater political stability.’
cont’d
‘The Dawes Plan had been agreed.’
‘Stresemann was improving things.’
Level 3 Explains reason(s).
One explained reason 4-5 marks; two or more explained reasons 5-6
marks.
e.g. ‘One success was the reform of the currency. A new currency called
the Rentenmark was introduced. People had more confidence in this
compared
to the old currency which had lost its value because of hyperinflation.
This helped the government to defeat inflation.’
‘In 1925 Stresemann signed the Locarno Treaties guaranteeing not to
change Germany’s western borders with France and Belgium. As a
result, in 1926, Germany was accepted into the League of Nations.’
[4-6]
5(c)
‘The main reason for the fall of the Weimar Republic was the
economic depression which started in 1929.’ How far do you agree
with this statement? Explain your answer. [10]
AO 1, 2
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 General answer lacking specific contextual knowledge.
e.g. ‘It was the attitude of the people that brought about its fall.’
Written work contains mistakes in spelling, grammar and punctuation,
which sometimes hinder communication.
[1-2]
Level 2 Identifies AND/OR describes reasons for the fall of the
Weimar Republic.
[3-4]
Written work is legible and spelling, grammar and punctuation are mostly
accurate. Meaning is communicated clearly.
Level 3 Explanation of the contribution of one reason.
Written work is legible and spelling, grammar and punctuation are mostly
accurate. Meaning is communicated clearly.
[5-6]
SPECIMEN
22
Part 2: – Germany, 1918–1945
Question
Number
5 (c)
cont’d
Mark
Level 4 Explanation of the contribution of at least two reasons.
Developed explanation to be given two marks.
All three to be dealt with for maximum mark
e.g. ‘The economic depression brought large scale unemployment and
this was not helped by Germany being dependent on American loans.
The Weimar Government was unable to deal with the situation. In
addition it seemed that the Weimar Constitution, with its balance of
power, made firm and decisive action very difficult. The government tried
to deal with the problem by cutting spending and welfare benefits but the
situation did not improve. They decided to call an election in 1930 but
this gave an opportunity to the Nazis.’
‘The Treaty of Versailles was always a problem for the Weimar republic.
It was blamed for the terms of the Treaty which made Germany weak and
at the mercy of other European countries. The German people felt
humiliated by the signing of the Treaty and the Weimar was associated in
their minds with this.
This led to some people wanting to get rid of the Weimar and have people
in power who would make Germany good.’
‘As the Weimar was indecisive Hitler maintained Germany needed strong
leadership. Hitler promised to get rid of the Treaty and to reduce
unemployment. The Nazis were attractive to the unemployed as they
blamed Germany’s troubles on the Weimar Government. Hitler used
campaigns and propaganda in bringing the Nazis to the notice of the
people. He ran for Chancellor in 1932 and Nazi support rocketed.’
Written work is legible and spelling, grammar and punctuation are
accurate. Meaning is communicated very clearly.
[7-9]
Level 5 Explains with evaluation of main reason.
As Level 4 with supported judgement.
Written work is legible and spelling, grammar and punctuation are
accurate. Meaning is communicated very clearly.
[10]
6(a)
Describe the methods used by the Nazis to deal with their
opponents. [4]
AO1
One mark for each relevant point; additional mark for supporting detail.
e.g. ‘They used the SA, SS and Gestapo.’ (Max 2)
‘Propaganda was often used.’
‘They put opponents in concentration camps.’
‘They used informers.’
N.B. Allow one mark to candidate who offers a general point only
6(b)
Explain why some individuals and groups opposed the Nazis. [6]
AO 1, 2
Level 0 No evidence submitted or response does not address the
question.
SPECIMEN
[0]
23
Part 2: – Germany, 1918–1945
Question
Number
6 (b)
cont’d
Mark
Level 1 General answer lacking specific contextual knowledge.
e.g. ‘Some people hated the Nazis and all they stood for so they opposed
them.’
[1]
Level 2 Identifies AND/OR describes reason(s).
One mark for each
e.g. ‘’Religious /political reasons.’ (2)
‘Because the war was going badly.’
‘Nazi rule was opposed by the Communists.’
[2-3]
Level 3 Explains reason(s).
One explained reason 4-5 marks; two or more explained reasons 5-6
marks.
e.g. ‘The Communists opposed Nazi rule because of the ban on trade
unions and their political beliefs.’ ‘
‘Some groups, such as the Edelweiss Pirates, were anti-authority and
anti-Nazi. They liked to listen to music and many gangs went looking for
the Hitler Youth to beat them up.’
6(c)
[4-6]
The following contributed to the failure of opposition to Nazi rule:
(i)
the methods of the SS and Gestapo;
(ii) the economic policies of the Nazis;
(iii) the divisions between the different opposition groups.
Which do you think was the most important? Explain your answer,
referring only to (i), (ii) and (iii). [10]
AO 1, 2
Level 0 No evidence submitted or response does not address the
question.
[0]
Level 1 General answer lacking specific contextual knowledge.
e.g. ‘The opposition failed because it lacked co-ordination.’
[1-2]
Written work contains mistakes in spelling, grammar and punctuation,
which sometimes hinder communication.
Level 2 Identifies AND/OR describes reasons why these factors led
to the failure of opposition.
e.g. ‘Opposition was removed by the SS and Gestapo.’
‘Economic policies delivered the Nazi promise to lower
unemployment.’
‘The opposition failed because the Communists and Social
Democrats would not work together.’
Written work is legible and spelling, grammar and punctuation are mostly
accurate. Meaning is communicated clearly.
SPECIMEN
[3-4]
24
Part 2: – Germany, 1918–1945
Question
Number
6 (c)
cont’d
Mark
Level 3 Explanation of the contribution of one reason.
Developed explanation to be given two marks.
e.g. ‘The Nazis were very successful at getting rid of opposition. The SS
went round terrorising people into obedience. They could arrest people
without trial and put them into concentration camps where people were
tortured or indoctrinated. The Gestapo spied on people. They had
informers everywhere and encouraged people to inform on their
neighbours and children on their families. They also tapped phones.’
OR
e.g. ‘They promised employment and did this through the development of
public works such as the building of autobahns and by the end of the
1930s Germany had a national motorway system. From 1935
conscription was applied and rearmament meant thousands of jobs in
armament factories.’
OR
e.g. ‘There was a fear of Communism particularly amongst middle-class
businessmen and farmers who had read about what was happening in
the USSR. The Social Democratic Party made a grave mistake in
thinking that German people would not fall for the Nazi promise of
restoring ’old-fashioned values’. They underestimated the anger towards
the Weimar Republic.’
[5-6]
Written work is legible and spelling, grammar and punctuation are mostly
accurate. Meaning is communicated clearly.
Level 4 Explanation of the contribution of at least two reasons.
(All three to be dealt with for maximum mark)
Written work is legible and spelling, grammar and punctuation are accurate.
Meaning is communicated very clearly.
[7-9]
Level 5 Explains with evaluation of ‘most important’.
Written work is legible and spelling, grammar and punctuation are accurate.
Meaning is communicated very clearly.
[10]
SPECIMEN
Section D Total
[40]
Paper Total
[81]
25
Spelling, punctuation and grammar (SPaG) assessment grid
High performance 5-6 marks
Candidates spell, punctuate and use rules of grammar with consistent accuracy and effective
control of meaning in the context of the demands of the question. Where required, they use a wide
range of specialist terms adeptly and with precision.
Intermediate performance 3-4 marks
Candidates spell, punctuate and use rules of grammar with considerable accuracy and general
control of meaning in the context of the demands of the question. Where required, they use a good
range of specialist terms with facility.
Threshold performance 1-2 marks
Candidates spell, punctuate and use rules of grammar with reasonable accuracy in the context of
the demands of the question. Any errors do not hinder meaning in the response. Where required,
they use a limited range of specialist terms appropriately.
SPECIMEN
26
Assessment Objectives Grid (includes QWC)
Question
1(a)
AO1
1
AO2
2
AO3
4
SPaG
Total
7
1(b)
4
4
2/3(a)
4
2/3(b)
3
3
2/3(c)
4
6
4(a)
1
2
4
7
4(b)
1
2
4
7
4(c)
1
2
3
6
5/6(a)
4
5/6(b)
3
3
6
5/6(c)
4
6
10
Totals
30
30
8
4
6
6
16
4
15
SPECIMEN
6
81